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Taluppfattning i grundsärskolan.Vad är det ett,två eller tre?: en kvalitativ studie om fem lärares beskrivningar om undervisning och bedömning
Kristianstad University, Faculty of Education.
Kristianstad University, Faculty of Education.
2020 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Number senses. What can that be one,two or three? : a qualitative study of five teachers descriptions of teaching and assessment (English)
Abstract [sv]

Denna kvalitativa studie synliggör resultatet utifrån valda frågeställningar som utförts via fem intervjuer med fem lärare i två skolor i Sverige, som är verksamma i skolformen grundsärskolan och undervisar elever med intellektuella funktionsnedsättningar. Studien har som syfte är att synliggöra hur speciallärare och ämneslärare beskriver och bedömer taluppfattning i ämne och ämnesområde i grundsärskolan. Sociokulturell och kognitiviskt teoretisk tolkning har använts till att analysera det aktuella resultatet. Studiens resultat visar att lärarna använder snarlika undervisningsmetoder och liknande individuella anpassningar baserat på elevernas behov samt kompletterande lärmiljöer utomhus och inomhus. Några av lärarna var förvånansvärt osäkra på vad som ska undervisas i taluppfattning och hur den formativa och summativa utvärderingar bör genomföras i sin undervisning. Denna osäkerhet kan ha negativa effekter på elevernas framtida lärande. Slutsatsen är att de fem lärare som deltagit i studien har liknande arbetssätt att planera lektioner och de olika metoder de använder. De har också liknande strategier i utformningen av deras undervisning i taluppfattning och olika stödjande hjälpmedel till eleverna. Studien har stöd av aktuell forskning som bland annat belyser att olika undervisningsmiljöer med praktiska moment gynnar pedagogisk utveckling för elever med intellektuella funktionsnedsättningar.

Abstract [en]

The aim of this study is to examine how and in what contexts the teachers perform formative and summative evaluation regarding number sense within the subject of mathematics. The basis for this qualitative study is to present the result of interviews with five teachers in two schools in Sweden. How they describes and assesses number sense in their teaching to students with intellectual disabilities. The study´s prospectives are socio cultural as well as cognitivist theory about learning together early number sense in mathematics. The results show that all the teachers apply similar strategies and adaptations in planning and the lessons are based upon very individual student needs and outdoor learning supplements indoor learning. The results also show that teachers who teach students with intellectual disabilities apply any different methods to meet their student’s differences and particular needs. Some of the teachers were surprisingly uncertain as to what is to be taught and how the formative and summative evaluation should be carried out in their teaching. This uncertainty may have negative effects on students future learning. The conclusion of the research is that the five teachers that participated in the study and that teach mathematics to students with intellectual disabilities in years 4-9 have a similar way of working towards planning lessons and the different methods they use. The teachers also have similar approaches towards teaching mathematics to students with intellectual disabilities. Existing research shows learning benefits in varying the learning environments for students with intellectual disabilities.

Place, publisher, year, edition, pages
2020. , p. 49
Keywords [en]
Formative and summative evaluation, intellectual disabilities, learning environment, learning strategies, mathematics, methods, number senses, special education
Keywords [sv]
Formativ - och summativ bedömning, grundsärskolan, interlektuell funktionsnedsättning, matematik, taluppfattning, undervisningsmetoder, undervisningsmiljö
National Category
Learning Pedagogy Pedagogical Work Didactics
Identifiers
URN: urn:nbn:se:hkr:diva-20378OAI: oai:DiVA.org:hkr-20378DiVA, id: diva2:1393825
Educational program
Special Education Teacher Programme
Supervisors
Examiners
Available from: 2020-02-21 Created: 2020-02-17 Last updated: 2020-02-21Bibliographically approved

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Citation style
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  • Other locale
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Output format
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